The e-portfolio phenomenon has been likened to a massive technology wave hitting the wide beaches of higher education (Ayala, 2006). A review of the literature suggests that this wave might change the landscape of the beach, washing away existing landmarks and creating a new topography. Moreover, the claims of a beneficial impact on students and the work of student affairs professionals are frequently stated. Some have gone so far as to claim the existence of a general usefulness of e-portfolios and that they have a greater potential to change higher education than any other known technology (Batson, 2002). This matter of the impact of e-portfolios is one that would benefit from attention by student affairs professionals because the actual evidence of such claims appears limited. The authors' survey of the literature revealed one article published in a refereed student affairs journal that included student feedback on an e-portfolio system (Reardon, Lumsden, and Meyer, 2005). Clearly there is much work to be done to substantiate the claims for the success of e-portfolio programs. This chapter provides a description of the various types of e-portfolios, a discussion of program development considerations, and an overview of e-portfolio evaluation models. (Contains 1 figure.)